Republic of the Philippines

Region 1
DIVISION OF PANGASINAN II
Benigno V. Aldana National High School
Cablong, Pozorrubio, Pangasinan

ENGLISH FOR
ACADEMIC AND
PROFESSIONAL
PURPOSES

Quarter 1

Prepared by:

JHONALYN TIBULE
CHARISYL DE GUZMAN
ERLYN ALCANTARA
JINCKY ANN DULAY

Writers

1
 WHAT I NEED TO KNOW

HOW TO USE THIS MODULE

Write on your notebook or any writing pad the concepts about the lessons. Writing
enhances learning, which is important to develop and keep in mind.

PARTS OF THE MODULE

 Expectations - These are what you will be able to know after
completing the lessons in the module.
 Pre-Test - This will measure your prior knowledge and the concepts to
be mastered throughout the lesson.
 Looking Back - This section will measure what learnings and skills
that you understand from the previous lesson.
 Brief Introduction- This section will give you an overview of the lesson.
 Activities - These are activities designed to develop critical thinking
and other competencies. This can be done with or without a partner
depending on the nature of the activity.
 Remember - This section summarizes the concepts and applications of
the lessons.
 Checking Your Understanding - It will verify how you learned from the
lesson.
 Post-Test - This will measure how much you have learned from the entire
module

2
 LESSON 1

LANGUAGE IN ACADEMIC TEXT

EXPECTATIONS
Competency 1: Differentiate language used in academic texts from various discipline

In this module, you will have to differentiate the language used in academic text from
various disciplines.
Specifically, this module will help you to:
 define what an academic language is;
 identify the characteristics of an academic language; and
 use academic language in academic writing.
Let us start your journey in learning more about the Language Used in Academic Text from Various
Disciplines. I am sure you are ready and excited to answer the Pretest. Smile and cheer up!

WHAT I KNOW

I. Directions: Put a checkmark ( ̸ ) in the box that corresponds your answer.

1. Academic writing requires special knowledge and use of
more complex language and objectivity.
□ True □ False
2. The words such as “haven’t”, “you’re” and “could’ve” are examples of
acronyms.
□ True □ False
3. The colloquial words are the denotative words found in the
dictionary.
□ True □ False
4. Hedges are used to express absolute certainty of a stance.
□ True □ False
5. Grammar is one of the elements that need to be properly observed in an
academic writing.
□ True □ False
II. Directions: Analyze the sentences carefully. Replace the italicized two-
word verb in each sentence with a single-word verb from the choices. Write
the correct answers in the blanks.
produces conducted raised eliminate tolerate
refuses produces creates established increased
1. Mothers cut down spending on grocery items.
2. Scientists come up with a good solution to the problem.
3. Teachers brought up some issues on cheating during
examinations.
4. Private schools nowadays get rid of tuition fee hike.
5. The team leader turns down the first project proposal
because of its inconvenience for the members.
Great! You finished answering the questions. You may request your facilitator to check your work.
Congratulations and keep on learning!

1
BRIEF INTRODUCTION
This module takes up all the skills already learned and challenges the
learners to apply them in writing various texts for academic contexts. Each
lesson focuses on one type of academic text. It will let you try to go beyond
reading and start writing. Learning academic language is vital because
students who master it are more likely to be successful in academic and
professional setting.
Academic writing is a challenging but satisfying activity. It needs great
preparations. One of the necessary preparations is on language use.
Academic writing requires academic language. Language use is a qualifying
component of a text to be categorized as an academic text.
Several definitions and explanations can be given to academic
language which is considered a formal way to present words on a certain
field.
In other words, academic language can always be associated with academic
disciplines such as discourse features, grammatical constructions across different language
domains. To learn more effectively, do not forget to enjoy learning. Good luck!
Distinctive Attributes of Academic Language
There are four important features of language use that you need to know about:
A. Formality – Generally, academic writing is formal where the following
should be avoided:
*Colloquial words and expressions and idiomatic expressions
*Abbreviated words such as can’t, doesn’t, shouldn’t and others
*Two-word verbs such as put off, bring up
*Expanded terms over their abbreviated equivalents such as “as soon
as possible” instead of ASAP
B. Objectivity- Academic writing requires special knowledge and use of
more complex language and objectivity. This means that the writing must be
impersonal and maintain a certain level of social distance.
Objectivity can be achieved by:
*Avoiding the use of personal pronouns such as you, I, and we.
Poor example: You need to conduct the experiment.
Improved version: The researchers need to conduct the experiment.
*Avoiding rhetorical questions as it marks “closeness” with the reader, and
constantly seeks his/her attention.
Poor example: How can these problems be solved?
Improved version: Certain measures must be discovered to solve the
problems.
*Avoiding emotive language that shows biases and lessens objectivity.
Poor example: The investigators were very shocked to see the outcome
of the tests.
Improved example: The investigators did not expect the results.

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 C. Explicitness – The writer makes sure that the various parts of the text
are related to one another, free from obscurity and easy to understand.
If you intend to show a change in your line of argument, make it
clear by using however.
Example:
It is apparent that the government hopes to provide assistance to the poor. However,
giving dole outs to the “poorest of the poor” does not work in the long term.

D. Caution
Academic writing requires care since knowledge is built from proven theories and
concepts. Therefore, caution is needed to avoid sweeping generalizations.
Example: Government officials are corrupt.
The statement is not completely true and the rhetorical impact of the statement may
be misleading. The statement can be improved through the use of devices such as
modal verbs, adverbs, or verbs.

Hedging – Writer makes decisions about his/her stance on a particular

subject. The strength of the claims must be considered. He/She also
uses cautious language.
Language used in Hedging
*Introductory Verbs* *Certain Lexical Verbs* *Certain Modal Verbs*
seem, be sure believe will, must
tend, indicate assume would, may
look like suggest might, could
appear to be
think
believe
doubt
*Adverbs of Frequency* *Modal Nouns* *That Clauses*
often assumption It could be the case that
sometimes possibility It might be suggested that
usually probability There is every hope that
*Modal Adverbs* *Modal Adjectives* *Phrases*
Certainly certain on the whole
Definitely definite more or less
Clearly clear
Probably probable
Possibly possible
perhaps
conceivably

Note: You can perform the following activities through collaborating with a partner. You can first answer the
activities individually then just communicate your results after.

3
ACTIVITIES
Activity 1

Direction: Underline the words or expressions considered as colloquial.

1. With the growing number of Covid19 cases, a lot of young professionals are becoming serious
about maintaining a healthy life-style.

2. It is a bit improper to assume that the plan does not work.

3. Experts determined that a lot of medicines came from China.

4. Teachers say that a lot of incoming Senior High School students are interested in sports
activities.

5. Jenny got together with Ivan in conducting an experiment effectively enhancing muscle build
up.

Activity 2

Direction: Rewrite the following sentences to observe a more formal tone.

6. Writing can’t be done effectively if you don’t burn the midnight oil.

7. Parenting is a 24/7 job.

8. Watching that romcom gave the audience the feels.

9. The class is cooking up something big.

10. Adventure may mean doing something epic.

Activity 3

Directions: Substitute the single-word verb for the two-word verb in the following sentences. Write
your answer on the space provided.

11. ____________________Senate set up the Meralco committee.

12. ____________________Mothers cut down spending on rice.

13. ____________________Students brought up the uniform issue.

14. ____________________The chemical gives off a foul odor.

15. ____________________Oil price has gone up.

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 REMEMBER
► Students who are proficient in academic language are equipped to acquire
new knowledge and skills needed in the classroom setting.
► Teachers are significant in developing understanding and critical thinking
skills among students. Moreover, they play an important role in leading the
students to attain academic progress and eventually to become successful in
the chosen field.
► Academic language is a formal way of presenting ideas and information
through words. It is also associated to the oral, written, auditory and visual
language proficiency required to learn effectively in schools.
► It is vital to a learner to develop skills in vocabulary, grammar punctuation,
syntax and the likes.
► The seven (4) distinctive attributes of academic language include the
following: Formality, Objectivity, Explicitness, and Caution. Each attribute
has a unique set of rules to consider in to come up with a good academic
writing that should be clear and concise in order to communicate its content
in the best way possible.

CHECKING YOUR UNDERSTANDING

Directions: In this part, you need to apply your knowledge on what academic
language is. Write a sentence for each of the following expressions that would
make your idea explicit. Use the spaces provided for your answers.
1. However

2. Similarly

3. This is due to the

4. For example

5. In addition

5
POST TEST

I. Directions: Choose the correct term in the box that will complete the
thought of each sentence.
abbreviation claims evidences logical ideas
formal standard statistics illustrations value
1. Academic writing is formal where words should be
avoided such as doesn’t, couldn’t, and others.
2. In Academic writing, information such as facts, figures, graphs and
are given precisely.
3. Academic writing uses vocabulary and that conform to the
correct value or standard.
4. All evidences and justifications are provided to support the .
5. Academic writing is organized where the are presented on a
logical manner.

II. Directions: Analyze the sentences carefully. Replace the italicized two-
word verb in each sentence with a single-word verb from the choices. Write
the correct answers in the blanks.
refuses create tolerate eliminate reduced
raised produces conducted established increased

1. The vaccine ingredients for covid 19 give off a foul odor.

2. Some experts carried out a research about the origin of
covid 19.
3. Employees did not put up with the expectation of the
company.
4. Inter Agency Task Force set up new rules on the new
normal.
5. Oil price has gone up.

6
 REFLECTIVE LEARNING SHEET

Name: Grade & Section:

Language in Academic Text

REFLECTIVE LEARNING SHEET No. 1

Directions: Reflect on what you have learned after taking up this lesson by
completing the chart below.

I thought…
What were your thoughts or
ideas about language in
academic text prior to the
discussion of this lesson?

I learned

What new or additional ideas did

you learn after taking up this
lesson?

7
REFERENCES
Valdez, Paolo Niňo M. (2016). English for the Globalized Classroom Series
English for Academic and Professional Purposes. Quezon City, Philippines.
Phoenix Publishing House Inc.

https://elt.oup.com/student/academicvocabulary/li/sectionO
Retrieved June 21, 2020

http://www.uefap.com/writing/feature/featfram.html
Retrieved June 18, 2020

https://www.google.com/search?q=rubrics+essay+writing
Retrieved June 23, 2020

8
 LESSON 2

STRUCTURE OF AN ACADEMIC TEXT

EXPECTATIONS
After going through this module, you will be able to use knowledge of text structure to
glean the information you need. (CS_EN11/12A-EAPP-Iac-4)
Specifically, this module will help you to:
1. identify the common structures of an academic text; and
2. apply knowledge of text structure in gathering information through critical reading of
academic text.

PRE-TEST
1. Which type of text structure introduces a negative situation and then the methods for fixing it?
a. Cause/effect
b. Problem/solution
c. Sequence
d. Descriptive
2. Which of the following is NOT a common structure of an academic text?
a. Compare/contrast
b. descriptive
c. Sequence
d. Summary
3. Which of the following is true about text structures?
a. It can be used within longer text
b. It is synonymous to text features
c. It is used in the development of ideas located only in the body.
d. It refers to the organizational patterns in the text.
4. Which term means stating the differences between two things or ideas?
a. Description
b. Compare
c. Contrast
d. Problem
5. This is one of the signal terms in a cause-effect structure of academic text.
a. Following
b. Then
c. Thus
d. Whereas

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 BRIEF DISCUSSION

In this module, you will focus on the structure of an academic text.

Academic texts are organized in a specific way and have a clear structure. This
structure makes it easier for the reader to navigate the text and understand the material better. It
should be clear throughout the text and within each section, paragraph and even sentence.
Text Structures refer to the organizational patterns of a text. Generally, it is
composed of text types, parts, transition words and phrases, patterns of organization,
sentences, and paragraphs. For example, a text might present a main idea and then details, a
cause and then its effects, an effect and the causes, two different views of a topic. Therefore, it
is important to recognize common text structures found in expository texts.
There are five common text structures which are as follow, it includes the transition to
be used and a sample sentence for your guide.

1. SEQUENCE: This text structure gives readers a chronology of events or a list of steps in a
procedure. Items are listed, but there is a connecting thread— the steps/actions build toward a
result/ending/ outcome.

Transitions next, first, last, second, another, then, additionally,

next, finally, before, preceding and others
Example First, read the manual of the device. Second, turn on
the device. Then, set the location, time and date.

2. DESCRIPTIVE: This type of text structure features a detailed description of something to give
the reader a mental picture. The specific details could come in the form of a bulletted or
numbered list, or a list of items in paragraph form.

Transitions For example, for instance, specifically, in particular, in

addition, to illustrate, such as, most important,
another.
Example Filipinos are very appreciative of arts such as plays,
paintings, music, and literature.

3. COMPARE-CONTRAST: This type of text examines the similarities and differences between
two or more people, events, concepts, ideas, etc. It requires the reader to organize the material
in such a way as to make the connections between/ among the items clear and explicit.

Transitions However, unlike, like, by contrast, yet, in

comparison, although, whereas, similar to, different
from, as opposed to, instead of, as well as.
Example Unlike quantitative research, qualitative research uses
descriptive data.

4. CAUSE-EFFECT: This structure presents the causal relationship between a specific event,
idea, or concept and the events, ideas, or concepts that follow. Typically, the cause(s) comes
before the effect(s). However, it’s possible for the effect(s) to be outlined in the text and then
connected to the cause(s).
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 Transitions Consequently, therefore, as a result, thereby, leads to, because of, in
order to, for these reasons, thus, if-then, may
be due to.
Example Everyone followed health protocols. As a result,
the
pandemic was gradually eradicated.

5. PROBLEM-SOLUTION: This type of structure sets up a problem or problems, explains the

solution, and then discusses the effects of the solution.

Transitions The problem is, the difficulty is, it is possible to, if-then,
one challenge is, therefore.
Example The problem that we are facing is the lack of self-discipline
of the society.

Reading an academic text is challenging; more so, if we asked to identify text

structures. Therefore, this module discussed that using graphic charts/organizers helps you to
identify the structures of an academic text and comprehend the text you’re reading. Sample
charts are shown below.

Awesome! You are really working hard today. Keep working on it. You have already mastered
the different structures of an academic text. So now, gather yourself and get ready to answer
the following activities for you!

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 ACTIVITY 1
Directions: Read the passages and identify the main structure used in each paragraph.
1. PROBLEM-SOLUTION
Having good attendance is important because attendance determines the school’s
funding. Some students have poor attendance, and the school has tried many ways of
addressing this: teachers have talked to parents on the phone and the school has mailed letters.
Yet, some students still maintain poor attendance. Next, the staff will attempt to schedule
parent/teacher/administrator conferences with students who are habitually absent. Hopefully,
this will help more students get to school every day.

2. CAUSE-EFFECT
Education in our society serves many purposes, but there are three main functions.
First, students learn skills that will help prepare them for society. Writing, reading, and
mathematics are essential in today’s workplace and many people learn these skills in school.
Second, schools serve communities. Whether by functioning as polling locations during
elections or providing safe havens for students in temporary living situations, public schools
add value to communities. Third, public schools provide a structured environment for children
to engage in productive activities during many days of the year while their adult caretakers
may be working. In other words, public schools also provide day care. These are three of the
primary reasons why we have schools in our society.

3. SEQUENCE
Getting a new phone is a really cool feeling, but your phone can’t do much without
applications. In order to get the most from your new phone, you need to download apps. To do
this you will need a data connection. Some plans allow you to get data from your phone
network. If your plan lets you to do this, you can connect to web services anywhere that your
phone gets a signal. If your plan does not let you to do this, you will need to connect your
device to a Wi-Fi network. Free Wi-Fi can be found at coffee shops, laundry mats, and other
public locations. Once your phone is receiving data, go to the application store on the device.
Use the search or browse functions to find fun, interesting, or useful programs. Once you have
found an application that you want to try, click the button to download and install it on your
device. Not all applications are free, so make sure that you know how much the app costs
before agreeing to download it. Also, if you are under the age of 18, get your parent’s
permission before downloading anything. You’ll like your new phone so much more once you
have some cool apps.

4. COMPARE AND CONTRAST

Since I made honor roll every quarter this year, my mom is going to buy me a new
phone for my birthday. I can’t decide whether I want to get an iPhone or a Galaxy. They are
both really cool phones, and they cost about the same, but they are also different in a lot of
ways too, like the Galaxy has a bigger screen. The iPhone’s screen isn’t small or anything, it’s
just not as big as the Galaxy’s. However, the iPhone connects with my iTunes account. All of
my music is already uploaded to iTunes, so all I have to do is sync my phone and then I can
listen to all of my music. That’d be cool. But if I got the Galaxy, I could use Google Play to
upload my old songs and buy new ones. This would give me a chance to go through my old
music collection. That’d be cool too. I’m not sure which one I’m going to get but I’m super
12
 pumped about it either way. Maybe if you make honor roll every quarter next year, you can
get a new phone too. It’s worth a shot.

5. PROBLEM-SOLUTION
If you're planning on dressing up for a wedding, dance, or other formal event, you'll
need to wear some dress shoes. While your feet may look great in dress shoes, they will
probably feel horrible. Wearing dress shoes for more than a few minutes can be extremely
painful. This pain may prevent you from having a good time. One thing that you can do to
protect yourself is to bring a box of band-aids with you. As the dress shoes tear up the skin on
your feet, put those band-aids on the wounds to ease the pain and prevent further damage. The
band-aids will create a protective layer that will reduce the amount of pain that your dress
shoes may inflict. Don't let foot pain ruin your fun; come to the party prepared.

ACTIVITY 2
Direction: Pick out the signal words from the list and classify them accordingly using the
boxes below.

preceding similar to, the difficulty is specifically, it is possible to

for example as a result next, to illustrate , if-then

REMEMBER THESE!

 What are the common structure of an academic text?

a. SEQUENCE d. CAUSE-EFFECT
b. DESCRIPTIVE e. PROBLEM-SOLUTION
c. COMPARE-CONTRAST

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 Why is it important to know? Using your knowledge of the structure of an academic text will aid you in
comprehending the text you are reading as long as it is coupled with critical reading and use of
appropriate techniques. Recognizing the text structure will help you read more strategically since you
know the predictable information to be laid out in each structure.

CHECKING YOUR UNDERSTANDING

ACTIVITY 3
Direction: Read the text entitled Studying for a Test and answer the questions that
follow. Write your answers on the space provided.

Studying for a Test

Believe it or not, as important as it is, many students do not know how to study
for a test. Well, studying for a test is easy. The first that you must do is take out your
notes. Open your notes up to the section that you are supposed to review. Read what
you wrote in your notebook. When you are done, close your notebook and see if you
remember the ideas that you were studying. Still don’t remember? Open your
notebook back up a try again.
Source: www.ereadingworksheets.com

1. What does the author want to convey to the readers?

2. How does the author present his ideas?

3. What are the signal words used in the text?

________________________________________________________________________

4. How do the signal words help in organizing the author’s ideas?

14
 ACTIVITY 4
Directions: Read the passages below and determine how each is mainly
structured. On the answer sheet, write the structure used and put the information
from each passage in an appropriate graphic organizer.
Passage 1
Earthquakes happen all over the world in areas called seismic zones. Seismic
zones occur where the plates of crust covering the Earth’s surface meet each other.
Inside the Earth, the mantle is always moving, which in turn moves the plates. These
plates push against each other, building up tension between them. When the tension
between plates becomes too great, they grind against each other, causing the Earth’s
surface to tremble and shake.
Passage 2
I have noticed that a lot of people are confused about mobile data and Wi-fi.
Some people think that they’re the same thing. Both mobile data and Wi-fi allow you
to connect to the internet. However, there are some important differences between
them. Mobile data is provided by the mobile phone company. Whereas, Wi-fi is comes
through cable or phone lines. Mobile data gives you internet access anywhere that
your phone can get a signal. But, you can only get Wi-fi access when you are near a
router. Customers are usually given a nearly unlimited amount of Wi-fi data, like an
all-you-can-eat buffet. On the other hand, mobile data is often sold in limited
portions, like an expensive restaurant. It is important to know which you are using so
that you aren’t charged additional fees for going over your mobile data plan limits.
Passage 3
In the center of Luna’s Spoliarium painting are fallen gladiators being dragged
by Roman soldiers. At the left side, spectators ardently await their chance to strip off
the combatants of their metal helmets and other armory. In addition, emotions are
featured on the left and the right side presents a sober mood. It can be seen also in the
right side; an old man carries a torch perhaps searching for his son while a
woman weeps the death of her loved one.
Passage 4
The first step of changing oil in a car is to gather supplies. After you have
collected all of the tools and supplies, prepare your vehicle. Start the car and let it run
for one to two minutes to warm the oil and the engine. Then, find a flat surface to
jack the vehicle from the center under the engine. Next, locate the oil filter and oil
drain plug. Put on work gloves to protect your hands and position an oil drain pan
under the engine then remove the plug the rest of the way.

Passage 5
Some students have poor attendance. The school has tried many ways of addressing
this such as teachers have sent letters and/or have talked to parents immediately,
school has scheduled parent/ teacher/ guidance counsellor/ school prefect of
discipline conferences with students who are habitually absent. Hopefully, this will
help more students get to school every day.

15
POST TEST
I. Directions: Identify what is being asked or described in each item. Write
the letter of the correct answer on the space provided before the number.

1. This is one of the signal terms in a cause-effect structure.

A. Then C. Whereas
B. Thus D. Following
2. Which is NOT a benefit of knowing the text structure?
A. Easy Reading C. Extensive Reading
B. Increased Comprehension D. Development of Critical
Thinking
3. Which is NOT a technique in idea organization?
A. Outline C. Final Draft
B. Annotation D. Graphic Organizer
4. Which is TRUE about text structures?
A. They are similar to text features.
B. They can be recognized with the help of signal words.
C. They only develop critical reading and not critical
thinking skills.
D. They are classified into sequence, description, conclusion and
argument.
5. Which can be used to organize ideas in a comparison-contrast
structure?

A. B. C. D.

II. Direction: Identify what is being described in each item. Choose your answer in the box below.

compare-contrast problem-solution sequence

descriptive cause-effect

________________1. presents the causal relationship between a specific event, idea, or concept and
the events, ideas, or concepts that follow
________________2. shows what is in common and what is different
________________3. gives the reader a mental picture
________________4. suggests appropriate actions to address certain issue
________________5. gives readers a chronology of events or a list of steps in a procedure.

16
Name:
Grade & Section:

Structure of an Academic Text

REFLECTIVE LEARNING SHEET

Directions: Reflect on what you have learned after taking up this lesson by
completing the chart below.

What were your thoughts or ideas about structure of academic text

prior to the discussion of this lesson?

What new or additional ideas did you learn after taking up this lesson?

17
 REFERENCE
Sedita, Joan (2020). Teaching Text Structures. Retrieved from
https://keystoliteracy.com/blog/teaching-text-structures/
Structural Clues in Nonfiction - PDF Content Area Literacy: Understanding Text Structure,
http://score.rims.k12.ca.us/score_lessons/content_area_lite
racy/pages/understanding_text_struct.html https://www.ereadingworksheets.com/text-structure/

18
ANSWER KEY

PRE-TEST
1. B
2. D
3. D
4. C
5. C

POST TEST
I.
1. B
2. C
3. C
4. B
5. B

II.
1. CAUSE-EFFECT
2. COMPARE-CONTRAST
3. DESCRIPTIVE
4. PROBLEM-SOLUTION
5. SEQUENCE

19
 Republic of the Philippines
Department Of Education
Region I
DIVISION OF PANGASINAN II
ARBOLEDA NATIONAL HIGH SCHOOL
Espiritu St. San Pedro Ili, Alcala, Pangasinan

WEEKLY HOME LEARNING PLAN

Grade 11/12
Week 1 Quarter 1

Day and Learning Area or MELC Learning Task Mode of

Time Subject Delivery and
Retrieval
9:30 – 11:30 English For Diffrentiate the What I know page Digital modular
Academic and language used in 1
Professional academic text Activity 1
Purposes from various Activity 2
discipline Activity 3
Langage in Checking
Academic Text Understanding
Post test page 6
Reflecting
learning sheet

Prepared by: Checked by:

Noted by:

AGUINALDO H. LINCUNA PERDEN C. LIMSON, PhD

ARLENE A. ABIANG, EdD
SHSTeacher II SHS-Assistant Principal II
Principal III

Republic of the Philippines

Department Of Education
Region I
DIVISION OF PANGASINAN II
ARBOLEDA NATIONAL HIGH SCHOOL
Espiritu St. San Pedro Ili, Alcala, Pangasinan

WEEKLY HOME LEARNING PLAN

Grade 11/12
Week 2 Quarter 1
20
 Day and Learning Area or MELC Learning Task Mode of
Time Subject Delivery and
Retrieval
9:30 – 11:30 English For Diffrentiate the Pre test Digital
Academic and language used in Activity 1
Professional academic text Activity 2
Purposes from various Activity 3
discipline Activity 4
Structure of an Post test
academic text Structure of an
Academic text

Prepared by: Checked by:

Noted by:

AGUINALDO H. LINCUNA, JR. PERDEN C. LIMSON, PhD DARLENE

A. ABIANG, EdD
SHS Teacher II SHS-Assistant Principal II
Principal III

21